1. Gathering Narrative Retell Samples Using Frog, Where Are You?
Karen Erickson, PhD
&
Hillary Harper, M.S. CCC-SLP
The Time is Now in Pre-K
October 14th & 16th, 2009

2. Why Language Samples? Everyday communication context, naturalistic
Language sample analysis (LSA) used in the majority of studies of language production in children
Provided the details of developing language
Developmentally sensitive
Children produce samples of increasing complexity through childhood and beyond
(Miller & Nockerts, 2009)

3. LSA Strengths
Can be used with anyone who is able to produce some language
Provides measures of language use in context
Allows multiple analyses of the same sample at the word, morpheme, syntax, semantic and discourse levels
Aids in identifying language disorders among
Students with developmental disabilities
English language learners
Dialect speakers
(Miller & Nockerts, 2009)

4. Types of Language Samples
Conversation
Questions asked and answered between communication partners
Social responsiveness, discourse
Narration
Retelling an event, experience, story, movie, or TV drama
Structure: title, scene, characters, conflicts, mental states, resolution, ending
Organization, beginning, middle, end, coherence, referencing, listener perspective
Exposition
Explain how to play a game or do something
(Miller & Nockerts, 2009)

5. Eliciting Narratives: Materials
You will need:
copy of the book Frog, Where Are You? by Mercer Mayer (1969).
script or audio file of Frog, Where Are You?
quiet location free of distractions with a table and two chairs.
Means for recording student’s language sample (flip camera, cassette tape, etc.)
(Miller & Nockerts, 2009)

6. Eliciting Narratives: Preparation
Select a quiet area where student’s voice can be heard on recording
Check the recorder for loudness levels.
Record your name, date, student's name, birth date, age and grade.
(Miller & Nockerts, 2009)

7. Eliciting Narratives: Directions
Seat the student next to you. Say:
“I would like to find out how you tell stories. First, I am going to tell you a story while we follow along in the book. When I have finished telling you the story, it will be your turn to tell the story using the same book.”
Tell (don’t read) the story to the student, loosely following the script (provided on the next page). You do not need to memorize the story script, just become familiar enough with it to tell a similar story.
(Miller & Nockerts, 2009)

8. Eliciting Narratives: Directions
After telling the story or playing the audio, prepare the flip camera/tape recorder to record the student’s sample and say “Now I would like you to use your own words to tell the story.”
Turn the book to the first page with pictures and start recording. Say “Do the best that you can do. Now you tell me the story.”
(Miller & Nockerts, 2009)

9. Adult’s Role During Retell
During the retell, move slightly away from the student, turning so that eye contact is easy.
The student should be in charge of page turning during the retell
Provide assistance if the student has trouble turning pages or starts skipping too many pages.
(Miller & Nockerts, 2009)

10. Adult’s Role During Retell
Remember…do not give specific cues to the student during the task
To focus student’s attention on the book or to encourage student to keep talking can say:
“Tell me more”
“Keep going”
“You are doing a great job”
“And then…”
Use open-ended prompts rather than “wh” questions
(Miller & Nockerts, 2009)

11. Flip Cameras Basic Skills Checklist: Questions???? Turn it on/off
Record
Delete
Note time remaining on memory card
Questions????

12. Frog, Where Are You?
With a partner take turns as the “adult” and “child” to elicit narratives
Adult role: Read through the Frog, Where Are You? transcript and videotape “child” retelling the story.
Child role: Listen as you are told the story and then retell it in your own words.

13. Frog, Where Are You? Reflecting…
Easiest aspect?
Most challenging aspect?
Which portion will you need to practice more?
For which students do you think language sampling will be the most informative?

14. References
Systematic Analysis of Language Transcripts (2009). Narrative Story Retell Reference Database. Retrieved on October 12, 2009 from .